dawnjhublog.blogspot.com
Dawn's JHU Blog: November 2010
http://dawnjhublog.blogspot.com/2010_11_01_archive.html
Sunday, November 28, 2010. Fostering a Mastery Orientation in Students. Our recent discussions about Brain Targets 3, 4, and 5 (Hardiman, 2003) have engaged me in thinking about the extent to which I have a “mastery” orientation in teaching. 8226; Our work in creating a concept map for BT-3 was extremely helpful; in the past I have developed essential questions as a lesson focus, but have not used a visual representation to clarify the relationships between lesson objectives. All of this has supported my...
dawnjhublog.blogspot.com
Dawn's JHU Blog: January 2011
http://dawnjhublog.blogspot.com/2011_01_01_archive.html
Monday, January 17, 2011. We're All Constructivists: Mulling Behaviorist Strategies in a Constructivist Context. My perspective, informed by the readings and discussions this past week, is that constructivism has a solid place in ongoing educational practice and that it’s accepted– with a variety of interpretive shades – by all. Luke responded to one of my blogs saying that if I spot a non-constructivist I should certainly tag it for research! Subscribe to: Posts (Atom). Keep Thinking New Ways.
dawnjhublog.blogspot.com
Dawn's JHU Blog: New Context for Old Questions
http://dawnjhublog.blogspot.com/2010/12/new-context-for-old-questions.html
Monday, December 13, 2010. New Context for Old Questions. 1What is perception and what does it mean/take for a student to change his or her perception and be more open to learning? 2 How can a better understanding of the brain help us identify and address the wide range of variables that contribute to “magic moments” of teaching and learning? Nine weeks later, I feel like have developed some understanding that helps me better define and more specifically consider all three of these questions. Immordino-Y...
dawnjhublog.blogspot.com
Dawn's JHU Blog: So Many Questions...
http://dawnjhublog.blogspot.com/2011/03/so-many-questions.html
Sunday, March 13, 2011. There are so many interesting questions that I want to pursue, based on ideas and discussion from this course, that I want to record some of them here so I don't lose them. They include:. How can a student's response to a teacher's efforts to create a positive emotional climate (BT-1) best be measured? How do we know if a student feels safe, encouraged, and positive? And can we use those measures to evaluate our efforts and gauge progress as teachers? Can both be achieved? But thi...
dawnjhublog.blogspot.com
Dawn's JHU Blog: Final Program Reflection
http://dawnjhublog.blogspot.com/2011/12/final-program-reflection.html
Sunday, December 4, 2011. And Building a Model for Visual Word Recognition: A Review of Whitney C., and Cornelissen P. (2008). And Understanding Learning Processes and Implications for Instruction: A focused analysis of the NMAP Report, Chapter 5. 8211; gave me much greater insight into the need to build on existing cognitive competencies or platforms in very young math students and to encourage development of automaticity. And http:/ www.cast.org/index.html. Http:/ ies.ed.gov/ncee/wwc/. Which I will use...
dawnjhublog.blogspot.com
Dawn's JHU Blog: December 2011
http://dawnjhublog.blogspot.com/2011_12_01_archive.html
Sunday, December 4, 2011. And Building a Model for Visual Word Recognition: A Review of Whitney C., and Cornelissen P. (2008). And Understanding Learning Processes and Implications for Instruction: A focused analysis of the NMAP Report, Chapter 5. 8211; gave me much greater insight into the need to build on existing cognitive competencies or platforms in very young math students and to encourage development of automaticity. And http:/ www.cast.org/index.html. Http:/ ies.ed.gov/ncee/wwc/. Which I will use...
dawnjhublog.blogspot.com
Dawn's JHU Blog: March 2011
http://dawnjhublog.blogspot.com/2011_03_01_archive.html
Sunday, March 13, 2011. There are so many interesting questions that I want to pursue, based on ideas and discussion from this course, that I want to record some of them here so I don't lose them. They include:. How can a student's response to a teacher's efforts to create a positive emotional climate (BT-1) best be measured? How do we know if a student feels safe, encouraged, and positive? And can we use those measures to evaluate our efforts and gauge progress as teachers? Can both be achieved? But thi...
dawnjhublog.blogspot.com
Dawn's JHU Blog: February 2011
http://dawnjhublog.blogspot.com/2011_02_01_archive.html
Monday, February 21, 2011. Magnitude Representations - What Lingers? My students are at an age where they are more aware first, of the importance of making representations, and second, that the ability to represent quantities and operations in multiple ways gives them deeper understanding and more power to use and apply those ideas. What do their own models look like? I look forward to being surprised at what this conversation will teach me about their thinking. Mathematics (pp. 219-233).
dawnjhublog.blogspot.com
Dawn's JHU Blog: December 2010
http://dawnjhublog.blogspot.com/2010_12_01_archive.html
Monday, December 13, 2010. New Context for Old Questions. 1What is perception and what does it mean/take for a student to change his or her perception and be more open to learning? 2 How can a better understanding of the brain help us identify and address the wide range of variables that contribute to “magic moments” of teaching and learning? Nine weeks later, I feel like have developed some understanding that helps me better define and more specifically consider all three of these questions. Immordino-Y...
